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ERIC Number: EJ785612
Record Type: Journal
Publication Date: 2008-Feb
Pages: 17
Abstractor: Author
Reference Count: 112
ISBN: N/A
ISSN: ISSN-1350-4622
Science Education for Environmental Awareness: Approaches to Integrating Cognitive and Affective Domains
Littledyke, Michael
Environmental Education Research, v14 n1 p1-17 Feb 2008
Science education has an important part in developing understanding of concepts that underpin environmental issues, leading potentially to pro-environmental behaviour. However, science is commonly perceived negatively, leading to inappropriate and negative models of science that do not connect to people's experiences. The article argues that the cognitive and affective domains need to be explicitly integrated in a science education that informs environmental education, as a sense of relationship is essential for environmental care and responsibility leading to informed action. The features of such approaches to science education are discussed through analysis of the impact of modern and constructive postmodern science education models on environmental education, and possible strategies for making connections between cognitive and affective domains are proposed. The analysis incorporates the development of positive approaches to science and environmental issues through teacher modelling of biophilic behaviour, active learning through constructivist pedagogy, the politicisation of science education to address social and environmental issues, suitable experiences of natural environments and living organisms, and science curricula that emphasise conceptual integration to demonstrate complex environmental effects, including the environmental consequences of human behaviour. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)